Ascending to Men: Implementation, Perceptions, Experiences, and Participants' Academic Performance, HISD, 2018-2019. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Ascending to Men: Implementation, Perceptions, Experiences, and Participants' Academic Performance, HISD, 2018-2019. Research Educational Program Report
Quelle	(2019), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Males; Underachievement; Minority Group Students; African American Students; Hispanic American Students; Program Evaluation; Program Implementation; Intervention; School Districts; College Readiness; Career Readiness; Mentors; Student Attitudes; Progress Monitoring; Program Effectiveness; Mathematics Achievement; Academically Gifted; At Risk Students; Special Education; Native Language; English; Spanish; Economically Disadvantaged; Texas (Houston) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Performance deficiency; Leistungsschwäche; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Programme evaluation; Programmevaluation; School district; Schulbezirk; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; English language; Englisch; Spanisch
Abstract	The purpose of this evaluation was to determine the effectiveness of the Ascending to Men (ATM) program using ATM students', mentors', and program managers' perceptions and experiences and ATM students' academic performance on the State of Texas Assessments of Academic Readiness (STAAR). ATM is a mentoring-based program designed to support boys of color in the Houston Independent School District (HISD) for college and career readiness. The premise of this program is that mentoring is a viable intervention and support option for effecting changes in the behavior, attitudes, and academic performance of underachieving students. Some highlights from this evaluation include: (1) During the 2018-2019 school year, ATM students had, on average, 779.9 weekly mentoring contact hours; (2) ATM students had positive feedback on the ATM program, including the mentoring sessions, activities and events and discussed its positive effect on school attendance, disciplinary issues, academic performance, and outlook; (3) Close monitoring, reporting, student tracking, and consistent programming may have contributed; and (4) A higher percentage of ATM students compared to the district met the Approaches Grade Level Student standard on the 2019 STAAR Algebra 1, Biology, and U.S. History End-of-Course (EOC) exams. substantially to the effectiveness of ATM. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01